Wharton Stories » Lauder Internship Funding Powers Student Impact in Startups and Emerging Markets
Wharton Stories
Lauder Internship Funding Powers Student Impact in Startups and Emerging Markets
The first-of-its-kind initiative will develop best practices to minimize water impact in the age of AI.
Since 2017, the Lauder Institute has supported select students with funding for summer internships around the world through its Leadership Immersion Internship program. The funding, which subsidizes living expenses for eight- to twelve-week internships, allows students to take on high-impact roles at organizations and start-ups that might not otherwise afford MBA-level talent, offering unparalleled opportunities for leadership development, strategic problem-solving, and hands-on experience. As one student noted, the funding “freed me to target a role that matched my studies and long-term goals instead of defaulting to a better-paid, less relevant position elsewhere.”
This past summer, three Lauder students – Dania Cortes Cervantes, Jhonny Georges, and Long Pham – leveraged this support to take on transformative roles in Brazil, Venezuela, and the United States.
In São Paulo, Dania Cortes Cervantes (Latin America–Portuguese Program) joined an AI-driven health-tech start-up that helps hospitals and clinics prevent and contest insurance payment denials. Working entirely in Portuguese, she created the company’s first national go-to-market playbook, launched its inaugural CRM, and embedded GPT-powered tools to streamline workflows. Cortes Cervantes noted that navigating Brazil’s complex reimbursement rules strengthened her regulatory diligence and sharpened her ability to evaluate future health-care or fintech deals.
This story is by Lauren Treutler, to read more click here.
Wharton EMBA Admissions Director Shares Tips on Writing Strong Essays
“Take time to be thoughtful and be yourself. We want to really get to know you through these essays.” – Barbara Craft, Director of Admissions for The Wharton MBA Program for Executives
Hear from Barbara Craft, Director of Admissions for Wharton’s MBA Program for Executives, on how to give both you and your essays the best chance at success
As the University of Pennsylvania’s founder, Benjamin Franklin, once said, “I have already made this paper too long, for which I must crave pardon, not having now time to make it shorter.” Franklin’s sentiment is often echoed by many applicants to Wharton’s EMBA program as they work to submit their admissions requirements; after all, we are asking you to be thoughtful and condense a lot of important information about yourself into two short essays, in addition to the checklist of other materials required to complete your application.
When it comes to the essays, the key is taking the time to reflect on the questions. Don’t miss the opportunity to think about how you want to frame your personal and professional experience and how this program can help your future career. Wharton MBA Program for Executives Director of Admissions Barbara Craft advises applicants to start the essay writing process early.
“The questions are posted in advance to give you plenty of time to draft and rework answers before submitting your application,” said Barbara. “We want to see thoughtful essays, and it takes time to figure out what you want to say and how to convey that in the framework of the essays.”
Just as important as giving yourself time is ensuring that the essays reflect the real you. Being honest in your responses and staying true to who you are as a candidate is essential.This is when asking a colleague or friend for help is useful. “Have someone who knows you well read your essays and then ask them if the essays sound like you,” Barbara advised. “And ask that same person – or perhaps another friend or colleague – to help proofread your final drafts. There is no excuse for essays with grammar errors and typos,” said Barbara.
Another pitfall to avoid is plagiarism, which is the number one reason to deny an application based on an essay. The Wharton MBA Program for Executives Admission team runs plagiarism checks on all essays and expects professionalism from applicants.
If you are currently working on your application or plan to start soon, here are tips for tackling each specific essay:
The first essay
The first question asks about your career objectives and how this program will help you achieve your goals. “We want to see that you have thought about your career and how this program will add value. We want to make sure you have done your due diligence both on our program and why it is the right fit for you and your goals,” said Barbara.
She added that applicants should focus on where they currently are in their career and what they would do with an MBA. “Your plans may change, but we want to make sure you have been thoughtful about this program and why you want to come here now.”
The second essay
The second essay asks you to reflect on your personal, professional, and academic background and consider how you intend to make meaningful and specific contributions to the Wharton community. This could involve sharing your unique experiences, skills, and perspectives that you bring to the table and explaining how you envision using them to enrich the Wharton community. The essay is an opportunity to demonstrate your understanding of what Wharton values and how you align with those values, showcasing how your presence would enhance the overall learning and collaborative environment at Wharton.
“Not everyone has the same experiences in this area. Our students come from a variety of backgrounds and everyone’s perspective adds value and enhances the learning environment,” Barbara noted. “What is most important is to be authentic and thoughtful in your reflection. There is no perfect answer.”
The optional essay
The optional essay is an opportunity to share information that may be missing in other parts of the application.
“This essay is truly optional,” said Barbara. Don’t feel compelled to use this space unless you have something to share that can’t be conveyed in another part of the application, such as circumstances that impacted your undergraduate academic performance.”
The bottom line
The biggest piece of advice for all of the essays is to take time to be thoughtful and be yourself. “We want to really get to know you through these essays. So, make sure they are in your voice, give strong examples, and tell us who you are instead of telling us what you think we want to hear.”
Tech to Business Strategy and Operations with a Wharton EMBA
Image: Guljot Grover, WG’16, at Wharton’s graduation with Dean Geoffrey Garrett. (Image Credit: Gaurav Gupta)
“Wharton helps everyone, whether you’re looking to move up, broaden your scope, or completely change direction. It’s a springboard,” says Guljot Grover, WG’16.
When Guljot Grover, WG’16, came to Wharton’s MBA Program for Executives, he was already 16 years into a successful tech career. Based in Scottsdale at the time, Guljot rose through the ranks at IBM, starting as a software engineer and moving into leadership positions in his post-IBM career. But he was ready for more.
“I had a high-level familiarity with functions like marketing and sales,” Guljot recalls. “But I wanted a deeper and more effective understanding of how those parts of the business operated.”
That curiosity — and a desire to push himself beyond his comfort zone — led him to Wharton.
Guljot’s search for an executive MBA was deliberate. He researched rankings and program formats, but Wharton stood out for one simple reason: “This is a real MBA, not MBA-lite,” he says. “The faculty, the curriculum, and the alumni network are world-class.”
A Strategic Career Change
Before Wharton, Guljot’s professional expertise was firmly rooted in technology. But Wharton opened new doors and he has pivoted to business roles since graduation.
Guljot Grover, WG’16, on Wharton’s Philadelphia campus. (Image Credit: Ammi Tan)
Specifically, he transitioned first into strategy and later into business operations roles. Today, he serves in a key leadership position at Varian Medical Systems (now part of Siemens Healthineers), heading its Business Operations and Program Management organization for North and Latin America, working closely with customer-facing teams of the Americas region.
“Wharton gave me the toolkit and confidence to make the pivot,” Guljot explains. “If I had tried to do it on my own, it would have been harder and taken longer.”
Guljot credits Wharton for giving him more than technical knowledge.
“My favorite part of the curriculum ended up being classes that focused on soft skills,” says Guljot. “One class focused entirely on public speaking. That first session — standing in front of a room full of mid-career and senior professionals — was unsettling. But, by the end, it felt natural. That experience was transformative.”
The biggest benefit, notes Guljot, is the network of relationships he developed in the program.
“I learned about both of my post-Wharton roles from Wharton connections,” he says. “These are people who not only offer mentorship and introductions, but reach out to say, ‘Hey, you’d be great for this position.’ That’s powerful.”
Advice for Prospective Students
For professionals interested in elevating their personal brand, Guljot says Wharton is more than a credential — it’s a catalyst.
Guljot Grover with classmates during Wharton’s Global Business Week in Shanghai, China. (Image Credit: Erin Lavelle)
“Wharton helps everyone, whether you’re looking to move up, broaden your scope, or completely change direction,” he says. “It’s a springboard.”
He encourages prospective students not to underestimate the power of the Wharton network both during the program and after graduation. “Even when things are going well, having a network of people in every industry around the world who will answer your call or reply to your email is invaluable.”
Guljot remains actively involved with the Wharton community, supporting Career Week, speaking on EMBA panels, and participating in alumni interviews for the Penn Alumni Ambassador Program.
“It’s about paying it forward,” he says. “Wharton helped me make a major career shift. I’m always happy to help others navigate that journey, too.”
Dr. Ehab Hanna’s Logical Approach to the Wharton EMBA Essay
The essay questions help you reflect on where you are and where you want to go. They help you identify the reasons for coming to this program.
When Dr. Ehab Hanna, WG’18, was working on his application to Wharton’s MBA Program for Executives, he spent a lot of time thinking about the essays. Having come to the U.S. from Egypt at the age of 25 for his medical residency, English was not his first language. And with a medical background, he didn’t consider himself a writer. However, he knew the essays were an important part of the application process so he developed a strategy to make them less daunting.
Ehab’s Three Steps for the Three Required Essay Questions
Think about what information to convey overall.
Make lists about what to communicate in each essay.
Draft paragraphs around those lists and make sure the stories flow.
How His Steps Worked
Ehab notes that it was easier to pick the topic for some of the essays than others. For example, he says it wasn’t difficult to describe his career objectives and how he will use this degree to attain those objectives. “Having a medical degree and being on an upward trajectory in my career, a lot of people were asking me why I wanted to go back to school. I had spent a lot of time thinking about – and explaining — my motivation and goals.”
In his essay, Ehab discussed his role as chief medical information officer for Universal Health Services in Philadelphia, where he is responsible for 25 hospitals’ clinical systems, including development, installation, and support. In other words, he is responsible for which software is used, how it is deployed, how it is built, and identifying missing pieces. To manage the deficiencies in commercial software, his group built its own software development shop, which had grown into a startup within the company.
“Having transitioned from medical practitioner to an administrative and technical role, especially at an investor-owned company, I wanted an MBA to better understand the business side of health care. Working on the startup for our innovation products also drove me to want an MBA,” he explains.
Further, he had observed first-hand how the current model of health care is costly and unsustainable. “There is a need for people who understand both the clinical and business world so that we can balance providing good care with good operational environments and efficiencies. There are a lot of opportunities to cut costs and provide higher quality healthcare.”
With those reasons in mind, he made his list and began to build an essay around it.
The second question asks applicants to describe a time they were faced with a challenge and how they responded. Initially, Ehab considered discussing how he came to the U.S. as a doctor without knowing English. However, he decided it was too far in the past and he wanted to talk about something more recent. After much consideration, he decided to share the story of his divorce.
“I made a list of the personality characteristics I wanted to highlight in that story, like how I pride myself on being level-headed and prioritized taking care of our three sons and getting along with my wife in the divorce process. I described how I focused on those goals and was able to achieve them.”
He notes that it’s important to be authentic in the essays. “Don’t pick something just because you think it’s what the Admissions Committee wants to hear,” he cautions. “If Wharton isn’t a good fit, nothing you write in the essay will change that. Share your unique story and the strengths you will bring to the program.”
The third essay, says Ehab, was more straightforward, but required a lot of thought. Applicants are asked how they will handle the additional demands on their time once they enroll.
“As a physician, you are constantly studying to keep up to date with medicine and to maintain board certifications. I’m almost always studying for something so that time was already built into my schedule,” he says. As for job responsibilities, Ehab notes that he had finished the implementation stage of the clinical system and built the startup — and he had two physicians on board to fill in for him when he was at Wharton.
The logical approach worked for Ehab, whose essays helped earn him a spot in the East Coast class of 2018.
Ehab with his three sons, who inspired him as he studied for the GMATs
Studying for the GMAT
Of course, the essays are only part of the application. The GMAT was another challenge for Ehab, who doesn’t come from a quantitative background.
“My first reaction to the GMAT requirement was, ‘Do they seriously want me to take this test?’” he says. “When I asked if they could waive it, the admissions counselor said, ‘We don’t waive it. But trust me, you want to take the GMAT.’”
Ehab says he now understands why the test is required and is glad he took it. “It got me thinking about math and statistics concepts I hadn’t thought about in years. Even preparing for the writing part of the GMAT was helpful because I brushed up on my writing skills. That preparation was invaluable.”
For preparation, Ehab studied with free courses on Khan Academy while his kids (who are now 13, 11 and 8) did their homework. “Studying with them turned out to be beneficial because they saw that adults don’t stop learning or growing in life – and I am now able to help them with their math homework,” he says, noting that he also took a paid online test preparation program.
When studying for the GMAT, Ehab recommends starting as early as possible. “It’s better to pace yourself and make sure to leave time to take it again if needed.”
A “Worthwhile” Process
Looking back, Ehab says it was “worthwhile” to go through the application process. “The essay questions help you reflect on where you are and where you want to go. They help you identify the reasons for coming to this program. And the GMAT preparation helps you get back into the routine of studying if you haven’t done that in a while.”
The process also makes you think realistically about timing. Ehab says he thought about applying the prior year, but realized that he had too much on his plate with a life event like a divorce. He decided it would be better to wait to apply the next year.
He adds, “The application process is a good self-evaluation of whether this is the right time and the right program for you.”
Current Position
VP, Chief Medical Information Officer, Universal Health Services
Current Location
Philadelphia
Prior Education
Ain Shams University, Medicine and Biology, Cairo, Egypt
Wharton Stories
Nuclear Engineer Shares Steps for Writing Admissions Essays
That was a commonality I saw with myself and other classmates — we are all trying to solve complex problems and I could offer a different perspective to those problems.
When Jay Disser, a nuclear engineer, sat down to start the application for Wharton’s MBA for Executives Program, he realized that the essay portion was not going to be as easy as he thought. Accustomed to drafting work reports based on scientific or mathematical analysis, the open-ended, reflective nature of the questions was going to require a completely different type of writing.
“I saw that the essays were going to be challenging because I don’t spend a lot of time thinking about my weaknesses or reflecting on how I approached a specific situation — that’s not my personality. And how should I choose what to write about? How would I pick which events are the most applicable to the questions?” he says.
Jay’s Steps for Writing Admissions Essays
1. Decide What Information You Want to Convey
The first thing he did was write down the information he wanted to convey in his essays. Fortunately, he had already done this to some extent when he prepared for the interview. Not wanting to be caught off guard during that conversation, he had come up with a list of likely questions and written down answers.
“That provided a good outline of the information and major events I could incorporate into the essays,” he says.
2. Match up Information to the Essay Questions
Then he converted that outline into a plan of attack, deciding which pieces of information best fit with each essay question. “By matching the information to each essay question, I was able to see if a certain event would take too long to explain and should be substituted with a simpler concept to convey the same information.”
3. Essay #1 – Goals and Objectives
The first essay question asks about career objectives and how Wharton will help applicants achieve those goals. Following his outline, Jay began by describing his field. “The area of nuclear engineering is different than some more traditional fields so I wanted to provide a baseline of understanding about what I do for a living.”
He also wanted to clarify why he wasn’t seeking a PhD, which may seem like the next natural step for people in his field. “My goal is to move into management and I’m interested in the quantitative and global analysis that Wharton’s curriculum provides. I referenced some courses to show direct applicability to my goals.”
4. Essay #2 – Responding to a Challenge
The second essay asks applicants to describe how they responded to a challenge.
When Jay wrote his first draft, he picked three different examples. But after reviewing it, he realized it was too scattered and he needed to narrow it down to one phase in my career.
“I chose to focus on the time when I worked as a civilian nuclear operator for the U.S. Navy,” he says. “I was young and needed to establish credibility with people who had been in the Navy longer than I had been alive. Navigating that environment required learning a lot about leadership skills.”
Jay adds that he also talked about the principles required of operating a nuclear reactor like integrity, backing people up, and encouraging a questioning attitude. “The overarching principles are to be safe and effective so everyone goes home at the end of the day.”
5. Essay #3 – Juggling Work and School
The last required essay about how students will balance work and school was a bit easier for Jay. He explains that he had already completed a Master’s degree in nuclear engineering while working full-time, and his company was very supportive of him going to Wharton for an MBA.
“I assumed that the biggest question in everyone’s mind about my logistics was how I would commute from rural Idaho, where I was living at the time. I explained that I had a plan to show up on time by arriving on Thursdays and staying over until Sunday — two extra days — but I was committed to making this work,” he says.
The fourth essay is optional and is an opportunity for applicants to provide any additional information they feel is important for the Admissions Committee to know. Jay chose to use this essay as a chance to explain his poor undergraduate GPA and the unique value he would add to the program.
He notes, “My master’s GPA was very high compared to my undergraduate GPA so I wanted to discuss how I have matured over the last 10 years and prioritize things differently than when I was in college.”
Jay also highlighted how he would add professional diversity to the program. “I discussed how my job involves national security. I was working for a government contractor to stop the spread of nuclear weapons. While I don’t focus on revenues or profit models, I do work on complex global problems that require people, countries, and multiple stakeholders to come to a global solution. That was a commonality I saw with myself and other classmates — we are all trying to solve complex problems and I could offer a different perspective to those problems.”
7. Ask Someone to Review Your Answers
Once he had drafts for each essay, he asked a colleague to review his answers. “It’s difficult to put these self-reflective answers in writing much less open yourself up to criticism from a friend. So rather than ask a close friend who may have hesitated being candid with feedback, I asked a colleague who I knew would have good judgment, but wasn’t afraid to hurt my feelings,” says Jay.
Because of that revision process, Jay ended up with multiple drafts of each essay. It was worth it, as he earned a spot in the Wharton San Francisco EMBA class of 2018.
Looking back, Jay says that he appreciates the rigorous application process. “It’s clear that the Admissions Committee is carefully creating cohorts to make this the most robust and valuable experience possible. You would never be able to join a group this diverse in terms of backgrounds and geography that operates at such a high intellectual level anywhere else.”
Transforming Leadership and Teamwork: Strategic Success in Wharton’s Executive MBA
Image: Dean Rothbard and Prof. Nurmohamed with Wharton EMBA students enjoying cake after completing an electric car simulation (Credit: Serenity Lee)
“This course anchors Orientation Week — a critical period that sets expectations, builds momentum, and begins the process of transformation,” says Deputy Dean Nancy Rothbard.
When students in Wharton’s MBA Program for Executives arrive on campus for Orientation, they hit the ground running with classes. First up is Foundations of Teamwork and Leadership, which brings students together from all three cohorts (Philadelphia, San Francisco, and Global) and serves as the academic entry point into the Wharton MBA.
Why begin here? According to Deputy DeanNancy Rothbard and ProfessorSamir Nurmohamed, who co-teach the course, the answer is clear: Leadership and teamwork are not just soft skills. They’re essential, learnable competencies that shape success across every dimension of the EMBA journey.
“This course is more than just a course,” says Rothbard. “It anchors Orientation Week — a critical period that sets expectations, builds momentum, and begins the process of transformation.”
The decision to place the class at the very start of the program is intentional. As Nurmohamed explains, “Students will be working in teams for the duration of their time at Wharton. This course gives them a structured opportunity to build those relationships and understand team dynamics right away — not weeks or months into the program.”
Bridging Theory and Practice
One of the most distinctive elements of the class is the Wharton Teamwork and Leadership Simulation, a multi-day, high-intensity group exercise where students run a fictional electric vehicle company over a simulated nine-year span. This simulation creates a realistic setting for students to test out leadership frameworks in real time.
“Leadership sounds easy until you have to do it,” Rothbard notes. “In this course, students make decisions, experience group dynamics, and then get feedback — all in a safe environment where learning, not perfection, is the goal.”
Nurmohamed adds, “There’s a knowing-doing gap when it comes to leadership. You can know what the right thing is in theory, but it’s hard to do in practice. This course is built to close that gap.”
A “One EMBA” Approach
A key innovation in the EMBA Orientation is the mixing of all three cohorts — and the benefits are both practical and cultural.
“Bringing the three cohorts together was a deliberate design choice,” Rothbard explains. “It reinforces the idea that this is one EMBA program, not three separate tracks. Students immediately start to build a broader, more diverse network that spans industries, geographies, and perspectives.”
Nurmohamed adds, “It’s incredibly enriching. You’re hearing from tech leaders in San Francisco, finance professionals in New York, entrepreneurs from Europe or Asia — all in the same classroom. That diversity of experiences and perspectives deepens the learning and makes the course much more impactful.”
Setting the Tone for the Program
“The fact that we teach this class first is a value statement,” says Rothbard. “We are signaling to students that leadership and teamwork aren’t side topics — they are central to what we believe makes a great business leader.”
As EMBA students are already navigating complex roles in their organizations, the timing of the course creates a unique opportunity for immediate application. “We constantly hear from students, even a week later, that they tried something they learned in class in their own company,” says Nurmohamed. “It’s learning by doing — and doing it immediately.”
The course builds three core competencies that are revisited throughout the EMBA program:
Leadership behaviors: mobilizing people toward shared goals
Team dynamics: understanding how to be an effective team member and leader
Organizational awareness: adapting to change and building high-performing cultures
“We leave them with a few key messages,” says Rothbard. “First, that leadership and teamwork are skillsets — they’re not magic. You can get better at them. Second, that there’s a lot of noise and myth around leadership, and we want them to use evidence and feedback to guide their development. And third, that knowing isn’t doing. You have to practice these skills to grow.”
The structure of the course with nightly reflection, real-time feedback, and faculty-led debriefs reinforces these messages in a powerful, lasting way. “Years later,” says Rothbard, “students come back and remember specific decisions and lessons from this course. It sticks with them.”
A Transformational Start
“Everyone comes into the EMBA program energized and ready,” says Nurmohamed. “This course captures that energy and channels it into something foundational. It’s the perfect way to begin their Wharton journey.”
And yes — sometimes there is cake in the course (see photo above). But more importantly, there’s clarity, camaraderie, and a strong first step toward becoming the leader each student aspires to be.
Current Position: Deputy Dean, The Wharton School; David Pottruck Professor; Professor of Management
Samir Nurmohamed (Credit: The Wharton School)
Samir Nurmohamed
Current Position: Associate Professor of Management
Wharton Stories
Inbox Confessionals: Answers to Common Wharton MBA Questions
Image: Pexels
Wharton MBA students come from a wide variety of backgrounds, industries, companies, and undergraduate institutions; there truly is no single “right” path to business school.
Applying to an MBA program is an exciting step, but it often comes with plenty of questions along the way. At Wharton, we know that navigating requirements, deadlines, and details can feel overwhelming, which is why our admissions team fields a wide range of email inquiries from prospective students every day.
To make things easier, we’re opening up our inbox to share answers to some of the most common questions we receive. Whether you’re just beginning to explore Wharton or are already deep into the application process, these insights are intended to provide clarity and confidence as you take your next steps.
Q:Am I eligible for/how do I apply for a TOEFL or PTE waiver?
A: Applicants may request to waive the TOEFL (Test of English as a Foreign Language) or PTE (Pearson Test of English) if they have earned an undergraduate or master’s degree in an English-speaking country or from an institution where English is the language of instruction. A waiver may also be granted to those who have spent at least four years in an English-speaking professional environment. To request the waiver, check the appropriate box on the application and include a brief explanation of eligibility in the space provided.
Q: Can I waive the GMAT/GRE? Can I take the test after submitting my application?
A: Wharton does not offer waivers for the GMAT (Graduate Management Admission Test) or GRE (Graduate Record Examination). One exam is required as part of the application. There is no preference between the two, so applicants are encouraged to choose the option that best aligns with their strengths and preparation.
Scores submitted after the application deadline are not guaranteed to be reviewed. Because the Admissions Committee begins reviewing applications immediately after the deadline, we recommend taking the test no later than two weeks before your target round.
Q:How much work experience is needed? Can I apply right from undergrad or without work experience?
A: While most applicants have three to five years of professional experience, there is no minimum or maximum requirement. We evaluate applicants based on functional skills, scope of experience, leadership and management potential, and overall growth trajectory.
For candidates with 10+ years of experience, the full-time MBA has no work experience limit, but the Wharton MBA Program for Executives (EMBA) may be a better fit for those further along in their careers who want to continue working while earning their degree.
For current undergraduates, the Moelis Advance Access Program allows students in their final year of study to apply for a guaranteed spot in the MBA after two-to-four years of professional experience. Applicants who choose to apply directly to the full-time MBA without prior work experience may be considered, but should demonstrate a clear rationale for pursuing the degree at this stage. The Admissions Committee will assess this based on information provided throughout the application—and applicants can use the Supplemental Information section to share additional context.
Q: Can I meet with an Admissions Committee Member?
A: Due to the volume of interest, we are unable to offer one-on-one meetings with Admissions Committee members. Instead, we encourage you to connect with our team at in-person or virtual events.
We also offersmall group conversations with an admissions advisor to provide direct support throughout the application process. We also encourage applicants to connect with one of ourAdmissions Fellows, a group of second-year students who are ready to have one-on-one conversations about life at Wharton.
Q: Here’s my background. Do I fit what you’re looking for? I had a low undergrad GPA. Does my undergrad school/company matter?
A: Wharton MBA students come from a wide variety of backgrounds, industries, companies, and undergraduate institutions; there truly is no single “right” path to business school. If you meet our admissions requirements and believe the MBA is the right step for you personally, professionally, and academically, we encourage you to apply.
If your undergraduate GPA falls below our typical average, don’t be discouraged. We consider many factors in assessing academic readiness, including GPA trends, individual coursework and grades, and test results. You can use the supplemental information section of the application to provide additional context, if needed.
Q: Am I eligible if I have a three-year degree or an online undergrad degree?
A: Yes. If your three-year program granted you a bachelor’s degree, you are eligible to apply to the Wharton MBA. We do not favor any one institution over another and online or distance-learning degrees are treated the same as traditional programs.
Q: Do you offer financial aid and/or scholarships? How do you apply?
A: All admitted students are considered for Wharton Fellowship support as part of the admissions process; no separate application is required. The Fellowship Committee makes its best offer at the time of admission.
Selection is based on a combination of factors, including personal background, academic achievement, professional accomplishments, and community involvement. Award details are included in your Admission and Financial Aid letter. Please note that fellowship awards are final; the Fellowship Committee does not reconsider awards or provide need-based fellowships.
Use our Application Guide to find full details on prerequisites, application fees, essay topics, GRE/GMAT test scores, references, and other details you’ll need to satisfy the Wharton MBA Admission requirements.
How these EMBA Students Became Entrepreneurs Through Business Acquisition
Image: Robert Kress, WG’24 visiting a U.S. Navy boat maintained by Anchor Innovation (Photo Credit: Chief Brian Sheffield, U.S. Navy)
“If I hadn’t gone to Wharton, I’d still be on the corporate climb and wouldn’t have discovered this knowledge, passion and confidence for entrepreneurship,” says Caroline Chapdelain, WG’22.
For some students in Wharton’s MBA Program for Executives, the program is more than a career accelerator. It’s a direct catalyst for becoming business owners.
Here are the stories of three Wharton EMBA alumni, all military veterans, who acquired companies while enrolled in the program by leveraging finance and strategy courses, tapping into Wharton’s large network, and applying real-time insights from classmates and professors.
Caroline Chapdelaine, WG’22
CEO, Northstar Photonics | Salt Lake City, UT A former U.S. Army intelligence officer, Caroline Chapdelaine was climbing the corporate ladder in the defense industry when she began exploring MBA programs.
“I was doing what many do in my field: trying to get to a general manager role,” Chapdelaine says. “When I walked into HR and asked how to get there, they told me I needed an MBA from a top school. That led me to Wharton.”
However, during the EMBA program, Caroline’s vision for her future shifted, as she began thinking about entrepreneurship. “Early on, I pitched a startup idea to a professor who kindly tore it apart,” she says. “That moment helped me realize I didn’t want to start something from scratch. I wanted to buy a business and run it.”
Inspired byProfessor Robert Chalfin’s course on Entrepreneurship through Acquisition (ETA), Caroline immersed herself in the ETA ecosystem. “I threw myself into it by reading books, listening to podcasts, and going to conferences. Prof. Chalfin’s storytelling style and real-world examples lit a fire. Right after the class ended, I started searching for a business to acquire.”
Photonics navigation equipment in use (Credit: Caroline Chapdelaine)
With her defense background, she looked for niche opportunities in government contracting. Her search ended when a Wharton classmate told her about the opportunity to acquire a small subsidiary that his company planned to shut down. She made a reasonable offer and closed the deal.
Today, Caroline leadsNorthstar Photonics, a manufacturer of advanced navigation equipment for GPS-denied environments. “Wharton taught me to analyze financials like a public company CFO, which was something I had zero background in. I also lean heavily on the Wharton network, calling classmates for advice and support.”
Despite early challenges and contract volatility, her business is growing. “If I hadn’t gone to Wharton, none of this would have happened,” she says. “I’d still be on the corporate climb and wouldn’t have discovered this knowledge, passion and confidence for entrepreneurship.”
Dan Zastrow, WG’20
Owner & Operator, Remedy Rooter | San Diego, CA After eight years as a nuclear submarine warfare officer in the U.S. Navy, Dan Zastrow moved into medical technology, focusing on procurement and product development. But something didn’t feel right.
“I wanted to run something, to be the final decision-maker but I had no idea how to get there,” he says.
During Wharton’s EMBA program, Dan discovered the Entrepreneurship through Acquisition ecosystem and search fund model. He recalls, “It sounded too good to be true. Investors give you money to buy a company and I get to run it?”
He and a friend launched a traditional search fund, but after 18 months without finding a suitable acquisition, they made a risky pivot to self-funding.
“We had no income. It was an arduous, uncertain path,” he says. Eventually, they found success with Remedy Rooter, a San Diego-based plumbing company. Dan explains, “I liked plumbing. It’s essential, technical, and scalable. The financials made sense, and I liked the owners.”
Dan Zastrow, WG’ 20, digging a hole to fix a sewer (Credit: Jesus Garcia)
Running the business hasn’t been easy. “It’s like a can opener for self-growth,” he says. “Every problem traces back to you as the owner. But we’ve grown 20% year over year and have become much more stable.”
Dan credits Wharton with giving him both the skills and confidence to take the leap. “Wharton taught me how to differentiate between value creation and growth, the language of business, and decision making frameworks. The Wharton brand opened doors that wouldn’t have opened otherwise.”
Robert Kress, WG’24
CEO, Anchor Innovation | Virginia Beach, VA When Robert Kress left the U.S. Navy in 2022, he had managed major operations—including managing nuclear reactors and SEAL Team operations—but he knew little about business. “I didn’t know what P&L stood for. I was fluent in military language but needed to learn the financial side.”
Wharton was his bridge to the private sector. At Wharton, he met a fellow veteran who had acquired a business during the program. “That blew my mind. I didn’t even know companies were for sale. Within six months, I was exploring entrepreneurship through acquisition (ETA) as a real option.”
Rob teamed up with two other Navy veterans to search for a company in a space they knew well: government services. Their strategy? Find a defense contractor where their experience could add value and scale. In 2023, they acquiredAnchor Innovation, a Virginia-based firm providing training and maintenance support to the Department of Defense.
Robert Kress with his business partners on Capitol Hill (Credit: Mary Oakley)
“We closed with 85 employees, and now we’re at 160. We’re scaling fast, doubling revenue and headcount in two years. Our strategy for growth is playing out and it’s very meaningful taking care of the team and providing critical support to the US Navy,” he says.
Along the way, Rob turns to Wharton for support. “My classmates helped me write the business plan and prepare for underwriting with the bank. I crowdsourced deal advice from lawyers, bankers, entrepreneurs. I went to professors’ office hours for tax and negotiation strategies. I hadn’t even taken Prof. Chalfin’s class on Entrepreneurship through Acquisition yet, and he was advising me on the deal.”
Today, Rob says he is applying what he learned in real-time: “Wharton did more than just prepare me, it was critical getting me here.”
Current Role: Owner/Operator, Anchor Innovation; US Navy Reserve
Previous Education: George Mason University, BS Civil Engineering; Old Dominion University, Master’s Engineering Management
Wharton Stories
Conquering Motherhood, a Startup, and Seven Continents at Wharton
Image: Julie Zhao, WG’25, and Clement Lee, WG’24, in Antarctica (Credit: Matthew Wellens)
“That wasn’t just a Wharton highlight—it was a life highlight. It was a leadership journey that made me see myself differently,” says Julie Zhao, WG’25, of her experience in Wharton’s Leadership Venture in Antarctica.
Two years. Two majors. Four global courses spanning Sweden, Rwanda, Colombia, and Germany. Two Leadership Ventures in Antarctica and New Zealand. Seven continents visited. Twenty-three group projects, over 700 classroom hours, and more than 600 hours of self-study.
But those numbers only tell part of Julie Zhao’s, WG’25, journey in Wharton’s MBA Program for Executives.
Julie Zhao arriving at Wharton 36 weeks pregnant (Credit: Eric Cai)
Julie began the EMBA program 36 weeks pregnant—with a toddler already at home. Two weeks later, while taking an accounting quiz, she went into labor.
“Some called me crazy,” Julie admits. “But I didn’t hesitate. There’s no perfect timing because the best time is now.”
Her decision to apply to Wharton was inspired by the “amazing Wharton women” who came before her. “During a coffee chat, I met so many women who had grown their families during the program. They encouraged me to believe it was possible.”
Julie prepared for the challenge. Her mother came from China to help care for her toddler and newborn, and the family travelled together to Philadelphia during class weekends.
She also leaned on the Wharton community. “My class manager offered to connect me with alumnae who had kids during the program and ensured I had space for pumping. My classmates were incredibly supportive, carrying my luggage at Orientation and showing constant compassion. I felt the love everywhere.”
Managing time became critical, especially in the early months. “Not only was I adjusting to a newborn, but I had to re-learn how to be a student,” she says. “I had to plan every hour carefully.”
The situation became even more challenging when her mother returned to China and her father, who came to help, suffered a medical emergency. Julie suddenly found herself juggling work, school, parenting, and caregiving.
“I was completely overwhelmed,” she recalls. She reached out to a classmate—another mom in the program—who reminded her that “this is all temporary.” That perspective helped her push through. And things did get better.
Julie embraced the full spectrum of Wharton’s leadership and global opportunities. One standout was the Leadership Venture in Antarctica.
“That wasn’t just a Wharton highlight—it was a life highlight,” she says. “It was a leadership journey that made me see myself differently.”
Julie Zhao and Wharton students in Antarctica (Credit: Hannah Zhang)
On one glacier hike, volunteers were asked to carry extra gear. Julie, just six months postpartum, realized she physically couldn’t help. “As a Type A overachiever, that was hard to admit. But our guide said something powerful: that sometimes, the most important leadership act is letting go of your ego, knowing what you can and what you cannot do, and asking for help. That was a lightning-bolt moment for me.”
Another highlight was launching her own company. During an Entrepreneurship course withProfessor Tyler Wry, Julie and her team developedValueFurnish, a startup focused on selling returned furniture in like-new condition at a discount.
“It’s a win-win-win,” she explains. “Brands recoup losses, customers get a deal, and it’s good for the environment because furniture finds a home.”
After the class, Julie and a teammate continued building the company, with support from Wharton’s Venture Lab. Today, ValueFurnish is working with two furniture brands and planning to bring more on board.
“I always wanted to try entrepreneurship but never had a real opportunity before,” Julie says. “Wharton’s ecosystem gave me the tools, the support, and the network to make it real.”
Looking back, Julie says her time at Wharton was “absolutely worthwhile.” She explains, “This is a life changing experience. Each student grows so much in the program, getting stronger and better.”
Current Position: Manager, Technical Program Management, Uber, Cofounder of ValueFurnish
Previous Education: Harbin University of Commerce, BS Economics; New Jersey Institute of Technology, master’s in international business
Wharton Stories
Wharton in the Wild
Image: Courtesy of Wharton Leadership Ventures
A Legal Studies & Business Ethics course takes students into nature to test their leadership and teamwork skills.
From Penn Global Seminars to Global Modular Courses, experiential education options are numerous for Wharton students. Hotels are usually booked, and buses take students between stops. In one class, however, students are expected to carry everything on their backs.
This past spring break, Professor Sarah Light led 22 students along the Chesapeake and Ohio canals on the Maryland side of the Potomac River in partnership with Erica Montemayor, Senior Associate Director, of Wharton Leadership Ventures. Students camped, biked, and kayaked for the entire week.
Prof. Light teaches different approaches businesses take towards conservation in LGST 2600: Climate & Environmental Leadership in Action: Building a Sustainable Future. The course pairs traditional classroom learning with an immersive venture that puts class concepts into practice through team-based challenges. Between leadership theory, public policy, and climate ethics, the course tackles the highly interdisciplinary and complex field of environmental leadership.
Courtesy of Wharton Leadership Ventures
Prof. Light describes how the course tries to intersect individual ethical behavior in the environment and businesses’ impact on the climate: “Individuals have an obligation to leave no trace. Do businesses have any such obligation as well?”
Yoonie Yang, W’25, C’25, took the inaugural course in 2022 and found discussions on environmental personhood especially compelling in guiding her interests.
“It inspired the research I did in the summer after my first year. Prof. Light was my mentor,” Yoonie explained. “I actually ended up spending two weeks living with an indigenous community in the Ecuadorian Amazon to learn about how the indigenous lifestyle aligned with environmental personhood.”
While the classroom portion was informative, many found the course especially impactful for putting ideas into practice in the novel experience of the venture.
“The class and the venture are really designed to engage anyone with any level of experience or expertise,” Prof. Light explained. “For many people, this was the first time that they’d ever camped in a tent or cooked on a stove. And I think that’s pretty cool, actually, that people decided to take the leap.”
The first two days, students learned basic outdoor skills while easing into the problem-solving they would do in small teams. Each person, with the help of their teams, was required to navigate situations outside of their comfort zones.
“Every day, I found myself in an incredibly unfamiliar situation where we were cooking for ourselves. We were biking 20 miles in the cold. We were having to navigate on the kayaks on our own,” Yoonie said.
Courtesy of Wharton Leadership Ventures
She reflected on how the outdoors provided her with a changed outlook on her leadership.
“I had come into college with a lot of teachers having told me that I was a natural leader,” Yoonie explained. “But I realized how difficult it was to be a leader when I was so unfamiliar with my environment.”
While Yoonie did the venture in the debut course three years ago, students from this semester reported similar takeaways.
Each day, someone was chosen to be the Leader of the Day (LOD) and was responsible for guiding the class through the day and ensuring everyone felt comfortable throughout. Nancy Gutzwiler, W’26, was familiar with the rigors and challenges of being in the outdoors, and that added responsibility shifted her perspective towards planning for every circumstance.
She was a leader later in the week, when they kayaked for most of the day. She not only had to facilitate and encourage connection but also ensure that, for example, nobody tipped their kayak into the water.
“There were portions where I had to balance having fun, because at that point we were all super bonded,” Nancy said. “If something doesn’t go perfectly, it’ll be mega miserable. Really keeping on top of that was a challenge to balance.”
May Zhang, W’27, found that being LOD allowed her to tap into her reflective side, which contrasted with her team’s extroverted nature.
She was responsible for guiding people through kayaking. She paddled between different groups, talking to people across multiple teams. By being exposed to every team in a leadership capacity, she was able to understand each student’s needs and perspectives.
“I just held on to a kayak, floated, and learned about their first year and challenges that they went through,” May said. “It was just such a sense of peace and connection on the water; I felt like no one was around us.”
On a college campus, being surrounded by so many students with different classes and activities can get stressful.
May found this was a chance for contemplation: “In that moment, I wasn’t thinking about anything else. It’s just being there, hearing this story, and taking in the nature.”
Harpers Ferry, WV, from the Maryland Heights Trail (Courtesy of Wharton Leadership Ventures)
LGST 2600 students on a hike in spring 2022 (Courtesy of Wharton Leadership Ventures)
About LGST 2600: Climate & Environmental Leadership in Action
Launched in spring 2022, this experiential half-credit course focuses on sustainability and includes an outdoors element to give students a taste of what it’s like to be in the wilderness while synthesizing what has been learned in the classroom.
While Wharton Leadership Ventures has offered co-curricular expeditions all over the world to support what’s happening in the classroom, this was the first credit-bearing venture.
The course is offered every other spring.
About Wharton Leadership Ventures
Part of Wharton’s McNulty Leadership Program, Leadership Ventures offer hands-on, team-based experiences in a wilderness setting where students step out of their comfort zone and exceed personal limitations, and experience leadership firsthand. These experiences facilitate self-discovery, leadership, and character development. There are three types of undergraduate Leadership Ventures: Expeditions, Intensives, and Venture X.
